<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/62989">
      <dc:title>Assessment of Sensory Processing and Executive Functions at the School: Development, Reliability, and Validity of EPYFEI-Escolar</dc:title>
      <dc:creator>Romero-Ayuso, Dulce</dc:creator>
      <dc:creator>Toledano-González, Abel</dc:creator>
      <dc:creator>Segura-Fragoso, Antonio</dc:creator>
      <dc:creator>Triviño Juárez, José Matías</dc:creator>
      <dc:creator>Rodríguez Martínez, María del Carmen</dc:creator>
      <dc:subject>Executive function</dc:subject>
      <dc:subject>Sensory processes</dc:subject>
      <dc:subject>Children</dc:subject>
      <dc:subject>Assessment</dc:subject>
      <dc:subject>Schools</dc:subject>
      <dc:description>The authors thank the parents and teachers for their participation&#xd;
in this study. Especially to the teachers of the CEIP Ntra. Sra. Del&#xd;
Prado de Talavera de la Reina, Toledo (Spain) and CEIP Parque&#xd;
de las Infantas, Granada (Spain).</dc:description>
      <dc:description>The aim of this study was to determine the psychometric properties of the Assessment&#xd;
of Sensory Processing and Executive Functions at the School (EPYFEI-Escolar), a&#xd;
questionnaire designed to assess the sensory processing and executive functions as&#xd;
underlying processes for school participation. The total sample consisted of 536 children&#xd;
aged between 3 and 11 years old who lived in Spain. A total of 103 teachers completed&#xd;
the questionnaire. An exploratory factor analysis was conducted, which showed five&#xd;
main factors: (1) initiation, organization, execution, and supervision of the action; (2)&#xd;
inhibitory control; (3) sensory processing; (4) emotional self-regulation and play; and (5)&#xd;
self-competence. Some of these factors were similar to those found in the EPYFEI for&#xd;
parents in the home context. The reliability of the analysis was high, both for the whole&#xd;
questionnaire and for the factors it is composed of. The results provide evidence of the&#xd;
potential usefulness of the EPYFEI-Escolar in school contexts for determining academic&#xd;
needs and difficulties of children; moreover, this tool can also be used to plan intervention&#xd;
programs in the school environment according to the needs of each child and school.</dc:description>
      <dc:date>2020-07-15T11:51:20Z</dc:date>
      <dc:date>2020-07-15T11:51:20Z</dc:date>
      <dc:date>2020-05</dc:date>
      <dc:type>journal article</dc:type>
      <dc:identifier>Romero-Ayuso D, Toledano-González A, Segura-Fragoso A, Triviño-Juárez JM and Rodríguez-Martínez MC (2020) Assessment of Sensory Processing and Executive Functions at the School: Development, Reliability, and Validity of EPYFEI-Escolar. Front. Pediatr. 8:275. [doi: 10.3389/fped.2020.00275]</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/62989</dc:identifier>
      <dc:identifier>10.3389/fped.2020.00275</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/3.0/es/</dc:rights>
      <dc:rights>open access</dc:rights>
      <dc:rights>Atribución 3.0 España</dc:rights>
      <dc:publisher>Frontiers Media</dc:publisher>
   </ow:Publication>
</rdf:RDF>